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Behavioral Sciences
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Improving Implementation Support for School Behavioral Health Systems to Amplify...
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Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes

A Special Issue of Behavioral Sciences (ISSN 2076-328X) belonging to the section "Educational Psychology".

Deadline for manuscript submissions: closed (30 April 2026) | Viewed by 3581

Editors

Prof. Dr. Mark Weist

E-Mail Website
Guest Editor
Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
Interests: mental health-education system partnerships; school behavioral health (SBH); trauma; violence and youth; evidence-based practice; cognitive behavioral therapy; supporting military families
Special Issues, Collections and Topics in MDPI journals
Dr. Katherine A. Perkins

E-Mail Website
Guest Editor
Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
Interests: systems capacity development and coaching; child and youth development; achievement motivation; stereotypes, self-beliefs, and stigma; moral injury
Susan Barrett

E-Mail Website
Guest Editor
Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
Interests: public health prevention framework; research to practice; implementation science; systems change; violence prevention; disaster response and recovery
Dr. Kimberly Yanek

E-Mail Website
Guest Editor
Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
Interests: coaching approaches; public health prevention framework applied to education, behavioral health, and community systems; healthy teaching and learning environments

Special Issue Information

Dear Colleagues,

Behavioral health systems in schools that simultaneously promote mental health for all, initiate high-quality early interventions with students when indicated, and provide students and families experiencing significant challenges with accessible intensive individualized support enhance the social, emotional, behavioral, and academic outcomes of all students and school communities. Implementation of a full continuum of support is best accomplished within a public health framework for intervention, such as multi-tiered systems of support (MTSS), positive behavior intervention and support (PBIS), or response to intervention (RTI). For behavioral health support, a systems-building framework, such as the interconnected systems framework (ISF), to integrate community behavioral health professionals and resources in schools is often needed to achieve full implementation across the continuum with fidelity. Furthermore, schools typically rely on district, state, and federal agencies and systems to be in alignment and provide coordinated and adequate support. Without support structures in place at all levels, it is unsurprising that many schools, districts, and states struggle to implement an effective framework for intervention that includes behavioral health.

Implementation support, including training, coaching, and consultation, are considered core features of district and state support systems, and instructional coaching and practice-based coaching have been shown to be more effective than training at improving implementation of evidence-based practice among teachers. Hybrid instructional and systems coaching have been presented as a primary driver of school improvement. Behavioral health professionals are also often trained in consultation and coaching strategies for supervision, client services, and teacher support services.

Critically, much remains to be studied on the topic of implementation support in school behavioral health systems. In this open call for a Special Issue of Behavioral Sciences, we are seeking quantitative and qualitative research and evaluation papers, as well as conceptual and review papers, that address the critical topic of ‘Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes’. Submissions focused on diverse implementation support conceptualizations, such as systems coaching, leadership coaching, and internal, external, and peer coaching models for school behavioral health systems, are welcome. Papers may explore topics including, but not limited to, the training, necessary conditions, uses, and effectiveness of coaches and implementation support models in school behavioral health systems.

Prof. Dr. Mark Weist
Dr. Katherine A. Perkins
Susan Barrett
Dr. Kimberly Yanek
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • school behavioral health
  • school mental health
  • implementation support
  • systems coaching
  • leadership coaching
  • instructional coaching
  • practice-based coaching
  • peer coaching
  • multi-tiered systems of support (MTSS)

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

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22 pages, 289 KB  
Article
Development and Evaluation of a University-Based External Coaching Program for School Behavioral Health
by Katherine A. Perkins, Kristen Figas, Abigail Westbrook, Susan Barrett, Kimberly Yanek and Mark D. Weist
Behav. Sci. 2026, 16(8), 1391; https://doi.org/10.3390/bs16081391 - 13 Aug 2026
Viewed by 336
Abstract
School behavioral health (SBH) systems coaching is a developing approach to implementation support for the delivery of high-quality behavioral health support in schools through a multi-tiered prevention and intervention framework. Articulating coaching components and understanding how, when, and why external coaching supports systems [...] Read more.
School behavioral health (SBH) systems coaching is a developing approach to implementation support for the delivery of high-quality behavioral health support in schools through a multi-tiered prevention and intervention framework. Articulating coaching components and understanding how, when, and why external coaching supports systems change and implementation are essential, but research on the nature, scope, mechanisms, and effectiveness of external coaching for school behavioral health is limited. In the current study, we describe the development and implementation of the School Behavioral Health Academy (SBHA) Coaching program in South Carolina and present findings from a qualitative formative evaluation study. Thematic analysis of key informant interviews with district and school program implementation leaders (N = 8) provides evidence of perceived improvements in systems practices and positive staff and student outcomes related to participation in SBHA Coaching. Articulated barriers and facilitators point to potential mechanisms of change and implementation determinants. Participants described perceived changes and needs related to SBH understanding, infrastructure, norms, and mindsets, as well as the coaching skills and methods they found influential. Results are interpreted in relation to behavior change theory, systems change theory, and the Implementation Drivers Framework. Future directions for program development, research, and practice are discussed. Full article
(This article belongs to the Special Issue Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes)
23 pages, 312 KB  
Article
From Choose and Hope to Evidence and Impact: Rethinking School-Based Behavioral Health Decisions
by Joseph Latimer, Nathaniel von der Embse, Katlyn Reynolds, Hannah Brady, Melissa Brown, Krysta Salvato-Hayes, Jennifer Wolgemuth and Stephen Kilgus
Behav. Sci. 2026, 16(8), 1319; https://doi.org/10.3390/bs16081319 - 3 Aug 2026
Viewed by 707
Abstract
A challenge in school-based behavioral health is how evidence-based practices are selected and implemented. Decision-making within schools often prioritizes feasibility instead of research evidence. The purpose of this study was to examine the experiences of school decision-makers in selecting and implementing evidence-based behavioral [...] Read more.
A challenge in school-based behavioral health is how evidence-based practices are selected and implemented. Decision-making within schools often prioritizes feasibility instead of research evidence. The purpose of this study was to examine the experiences of school decision-makers in selecting and implementing evidence-based behavioral health programs. The study employed an interpretivist methodology, conducting interviews with 18 school decision-makers across K-12 school and district settings in Florida (n = 8), Kansas (n = 7), and Pennsylvania (n = 3). The study also included observations of 14 school meetings across Florida (n = 2), and Kansas (n = 12). The participants in Florida and Kansas were a part of the interviews and observations. The data collected were analyzed using an iterative diagrammatical analysis, which created the STAR (Select, Trial, Assess, Revise) Model of Behavioral Health Implementation in Schools. This model is a non-linear framework that captures the phases of behavioral health support implementation in schools. The model components are discussed, including examples from school decision-makers. The findings of this study have implications such as (a) a novel methodology for examining school-based decision-making, (b) a new model to conceptualize and enact evidence-based practices, and (c) future studies to amplify the study’s findings. Full article
(This article belongs to the Special Issue Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes)
26 pages, 1386 KB  
Article
Bridging the Gap: A Case Study of Tailored Support for Students with Social, Emotional, and Behavioral Needs During the Transition to High School
by María Reina Santiago-Rosario, Sarah Fairbanks Falcon, Sean C. Austin, Joseph F. T. Nese, Maeghan M. Sullivan, Tony Daza, T. Elyse Calhoun, Haley Cerdan and Rhonda N. T. Nese
Behav. Sci. 2026, 16(6), 984; https://doi.org/10.3390/bs16060984 - 12 Jun 2026
Viewed by 525
Abstract
Students with disabilities, particularly those needing additional support or intervention to manage emotions and behaviors, build healthy relationships, and navigate social and academic demands, face heightened risks of high school pushout that can be traced back to their transition into high school. Project [...] Read more.
Students with disabilities, particularly those needing additional support or intervention to manage emotions and behaviors, build healthy relationships, and navigate social and academic demands, face heightened risks of high school pushout that can be traced back to their transition into high school. Project Elevate (PE) is a multi-component intervention that strategically invests in early coordinated student, family, and school supports to prevent barriers associated with high school pushout, such as a lack of continuity of effective services across school sites. This mixed-methods pilot study examined the implementation of PE with three 8th-grade students and their parents during their last term in middle school. This study includes quantitative pre–post descriptive analyses of multi-informant reports of students’ social, emotional, and behavioral skills, as well as descriptive analyses of weekly teacher- and parent-reported behavior and student attendance. Qualitative analysis using the Framework Method was applied to student and parent interviews and open-ended responses on a satisfaction questionnaire to understand their experience receiving PE support. Session case notes were also used as contextual data to describe implementation processes and contextualize findings. Results indicated improvements in student attendance and reductions in home-based behavioral concerns, with mixed findings across school-based outcomes. Students and parents reported high satisfaction with the intervention, highlighting the value of individualized support, goal setting, and strengthened communication with schools. Findings from this intervention development pilot study provide preliminary evidence regarding the implementation and perceived value of PE. Results also highlight the importance of culturally responsive, relationship-centered practices that affirm student strengths and support access to educational opportunities. Further investigation of PE in larger studies is warranted. Full article
(This article belongs to the Special Issue Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes)
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Review

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29 pages, 877 KB  
Review
Advancing School Behavioral Health Implementation: A Critical Review Using ISF 2.0
by Nicole S. Litvitskiy, Kristen Figas, Margaret D. Hall, Maya Resnick, Abraham Wandersman and Paul Flaspohler
Behav. Sci. 2026, 16(9), 1663; https://doi.org/10.3390/bs16091663 - 16 Sep 2026
Viewed by 215
Abstract
As youth behavioral health needs in the United States continue to grow, schools are increasingly important settings for prevention and service delivery. Yet evidence-based practices (EBPs) are not consistently implemented or sustained at scale. In this article, we present a critical narrative review [...] Read more.
As youth behavioral health needs in the United States continue to grow, schools are increasingly important settings for prevention and service delivery. Yet evidence-based practices (EBPs) are not consistently implemented or sustained at scale. In this article, we present a critical narrative review of dissemination and implementation efforts in school behavioral health (SBH) through the lens of the Interactive Systems Framework for Dissemination and Implementation 2.0 (ISF 2.0). We reviewed and synthesized relevant SBH and implementation science literature to identify promising practices, persistent challenges, and gaps in the field, and then applied the ISF 2.0 as an analytic lens to examine how these issues operate across the systems involved in SBH implementation. Findings suggest that misalignment in goals, strategies, roles, and communication across systems can impede the delivery of EBPs to schools in ways that are feasible, responsive to local needs, and sustainable. Drawing on these findings, we developed ISF 2.0–guided questions and applied them to three prominent SBH implementation initiatives: the National Center for School Mental Health (NCSMH), the Center on Positive Behavioral Interventions and Supports (Center on PBIS), and the South Carolina School Behavioral Health Academy (SBHA). Selected based on their national or regional prominence, accessibility of information, and implementation activities, these illustrative cases demonstrate how the ISF 2.0 can be used to identify cross-system strengths, gaps, and opportunities for improvement. Although this review is narrative rather than systematic and the cases are illustrative rather than exhaustive, the analysis highlights the importance of stronger bidirectional communication and greater attention to how knowledge is generated, translated, adapted, and used in partnership with stakeholders. The ISF 2.0 provides a promising framework for understanding the complex systemic factors shaping SBH implementation and for strengthening alignment among the systems that generate knowledge, support implementation, and deliver services. Greater cross-system alignment should help schools implement and sustain effective behavioral health practices that are responsive to community needs and improve youth well-being. Full article
(This article belongs to the Special Issue Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes)
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47 pages, 753 KB  
Review
Building School Behavioral Health Capacity: A Scoping Review of Evidence-Based Ingredients Delivered by Paraprofessionals
by Bailey R. Dow, Savannah B. Simpson, Samuel D. McQuillin, Dodie Limberg, Kimberly J. Hills and Eugene S. Huebner
Behav. Sci. 2026, 16(6), 835; https://doi.org/10.3390/bs16060835 - 22 May 2026
Viewed by 804
Abstract
Youth are increasingly struggling with mental health, yet many lack access to formal care. Evidence indicates that building coping skills can improve mental health and wellbeing. School personnel may be well-positioned to help youth build these coping skills by delivering discrete evidence-based ingredients [...] Read more.
Youth are increasingly struggling with mental health, yet many lack access to formal care. Evidence indicates that building coping skills can improve mental health and wellbeing. School personnel may be well-positioned to help youth build these coping skills by delivering discrete evidence-based ingredients in their everyday interactions and relationships with students. This scoping review synthesizes the literature on social-emotional evidence-based ingredients delivered by paraprofessionals and explores their potential application in school behavioral health. We searched PsycINFO and PubMed, screened 200 titles/abstracts and 46 full-texts, and yielded 19 studies from which we synthesized data using the RE-AIM framework. We identified 17 evidence-based ingredients, with the most common being mindfulness, relaxation, psychoeducation, exposure, and cognitive restructuring. These were delivered in various formats and settings by different paraprofessionals (e.g., graduate students, teachers, caregivers), with most paraprofessionals receiving some training and supervision. Thirteen studies showed significant improvements in at least one outcome (i.e., anxiety, depression, suicidality, wellbeing). Six studies examined long-term effects, with mixed findings. Despite variation in delivery and training, paraprofessionals appear to feasibly and effectively deliver evidence-based ingredients. These findings support task-shifting ingredients as a scalable approach for supporting youth mental health within school behavioral health systems. Full article
(This article belongs to the Special Issue Improving Implementation Support for School Behavioral Health Systems to Amplify Positive Student and School Outcomes)
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